Challenging the taken-for-granted: How research analysis might inform pedagogical practices and institutional policies related to doctoral education

Studies in Higher Education

Volumn 37, Issue 6, 2012, Pages 683-694

  McAlpine, Lynn ^a   Amundsen, Cheryl ^b  

^a MCGILL UNIVERSITY   (Canada)

^b SIMON FRASER UNIVERSITY   (Canada)

Author keywords

academic practice; doctoral education; doctoral supervision; doctoral writing; policy making

Indexed keywords

EID: 84866790599     PISSN: 03075079     EISSN: 1470174X     Source Type: Journal    
DOI: 10.1080/03075079.2010.537747     Document Type: Article

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